Floriani, Ana (1993). Negotiating What Counts: Roles and Relationships, Texts and Contexts, Content and Meaning. Linguistics and Education, v5 n3-4 p241-74. Presents a framework for examining the ways in which written texts are shaped by and related to the oral texts of classroom life. An ethnographic study of a bilingual sixth-grade class is described that examined the factors that affected what pairs of students writing a common social science text accomplished in face-to-face interactions. (MDM)…

Brilliant-Mills, Heidi (1993). Becoming a Mathematician: Building a Situated Definition of Mathematics. Linguistics and Education, v5 n3-4 p301-34. Illustrates how, through the words selected, the patterns of interaction experienced, and the range of events constructed in a bilingual sixth-grade classroom, students and teachers defined what counted as mathematics, mathematical actions, and being mathematicians. The patterns of language use and the range of mathematical events within the first week of class and across the school year were examined. (MDM)…

Sole, Yolanda Russinovich (1994). The Input Hypothesis and the Bilingual Learner. Bilingual Review/Revista Bilingue, v19 n2 p99-110 May-Aug. Discusses Krashen's monitor model and input hypothesis of language acquisition, focusing on the implications of this hypothesis among Hispanic bilinguals in an English speaking-teaching-reading-problem-solving environment. The hypothesis maintains that individuals acquire more language only when they are exposed to comprehensible input that is a little beyond their current level of competence. (eight references) (MDM)…

Rice, Mabel L.; And Others (1991). Social Interactions of Speech- and Language-Impaired Children. Journal of Speech and Hearing Research, v34 n6 p1299-1307 Dec. This study found that 17 preschool children with limited communication skills [specific language impairment, speech impairment, and English as a Second Language (ESL)] were more likely than normal peers to initiate with adults, shorten their responses, and use nonverbal responses. ESL children were least likely to initiate interactions. (Author/JDD)…

Matambo, Alex R.; Roller, Cathy M. (1992). Bilingual Readers' Use of Background Knowledge in Learning from Text. TESOL Quarterly, v26 n1 p129-41 Spr. An experiment exploring Zimbabwean bilingual readers' use of background knowledge in reading comprehension is reported. In contrast to previous results, the bilingual participants of these experiments do use context to improve comprehension on some passages. (15 references) (Author/LB)…

Schiff-Myers, Naomi B.; And Others (1994). Assessment Considerations in the Evaluation of Second-Language Learners: A Case Study. Exceptional Children, v60 n3 p237-48 Dec-Jan. This article presents the case study of a child who was classified as communication disabled but seemed to have suffered from language loss or arrested development of the primary language (Spanish) before attaining full competence in English. The child experienced a temporary delay of development in both languages but eventually mastered English. (DB)…

Hinton, Leanne (1995). Current Issues Affecting Language Loss and Language Survival in California. Southwest Journal of Linguistics, v14 n1-2 p29-42. California is extremely linguistically diverse, with one of the largest numbers of deeply endangered indigenous languages. None of its 50 living Indian languages are being learned at home by children, with few native speakers left. Outlines some language activism that native Californians are using to help develop new speakers and save their languages from extinction. (Author/SM)…

(1975). Annual Evaluation Report on Programs Administered by the U.S. Office of Education FY 1975. This is the fifth annual comprehensive evaluation report of Office of Education administered programs. It updates the information in the FY 1974 report in incorporating the results of 15 evaluation studies completed during FY 1975 as well as additional information obtained from program operations and monitoring activities. In addition to an overview section, the report includes highlights of studies completed in FY 1975, brief descriptions of studies still in process at the end of FY 1975, examples of the uses of evaluation studies, and descriptions of each of the programs administered by the Office of Education as of June 30, 1975. Included in the description of each program is its legislative authorization, its funding history for the last ten years, its goals and objectives, its operational characteristics, its scope, information about its effectiveness, ongoing and planned evaluation studies, and sources of evaluation data. (Author/IRT)… [PDF]

MacKeracher, Dorothy (1984). An Overview of the Educational System in Canada. New Technologies in Canadian Education Series. Paper 1. Although there is no federal department of education in Canada, the Government of Canada supports education by providing funds for certain education-related activities in the 10 provincial and 2 territorial departments of education. Because of this financial support, the Federal Government exercises a strong indirect influence on the conduct of education at the provincial level and is continuously involved in educational policies. Each of the provincial and territorial departments of education is responsible for the organization and administration of education at the elementary, secondary, and postsecondary levels within its boundaries. Because of the diverse racial and ethnic population, each province and territory has developed an educational system suited to its historical, social, economic, and political circumstances. Despite the many differences, the 12 educational systems are committed to similar aims including: (1) fostering growth and development of individual students; (2)… [PDF]

Franks, M. E. (1988). Using the Gap Reduction Model To Evaluate a Successful Bilingual/ESL Program. Procedures and results of an evaluation of the Choctaw Bilingual/English as a Second Language (ESL) Program, conducted in east central Mississippi, are discussed. The program, which is in its fifth year, is implemented using Title VII funds in three of the six Bureau of Indian Affairs elementary schools on the Mississippi Choctaw Reservation. The Bilingual/ESL program focuses on increasing students' proficiency in English in a manner that does not devalue Choctaw language or culture. It involves formal classroom instruction and parent training. A major component involves the training of instructional personnel in ESL instructional methods. The means used to evaluate the project was the gap-reduction design advocated by G. K. Tallmadge et al. During the evaluation, the program served 139 students enrolled in kindergarten through grade 3. All students were dominant Choctaw speakers with limited English proficiency. A comparison group of 194 non-ESL students in kindergarten through…

McNeely, Sharon (1996). Title VII Special Alternative Grant BRIDGES: Collaborative Teaching in Bilingual and ESL Project Evaluation 1994-1995. This document presents evaluation results for Cicero Public School District 99 for the Illinois Title VII Special Alternative Program Grant for the 1994-1995 school year. This was the first year of funding of the special alternative grant and the BRIDGES program, which provided collaborative teams of bilingual and English-as-a-second-language (ESL) teachers to develop means to support each other and their students and the parents of their students through training, collaboration, and development of materials and resources. One of the main purposes of the program was to develop the student's literacy skills in English, mathematics, and science. The evaluation demonstrated that the project was successful in meeting its major goal of developing collaborative teams of bilingual and ESL teachers. The timing of the grant and report deadlines did not allow for collection of data to indicate that literacy skills, science skills, and mathematics skills increased among students whose teachers… [PDF]

(1981). Social Studies: Level Two–Identity. Resource Book=Araling Panlipunan: Ikalawang Antas–Pagkakakilanlan. Hanguang Aklat. [Chinese/English Edition.]. This Pilipino resource book, written in English and Chinese, is a companion volume to the Level Two Identity teacher's guide designed for children in grades three and four, and part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. Together the two books form the basis of the social studies component. The materials that the resource book contains correspond to their order in the teacher's guide, where the materials needed to do an activity are listed under that activity. The teacher needs to procure those activities bearing an \Other\ marking; those marked \AABC\, except for charts and storybooks, are in the resource book. The book's pages are perforated along the binding so that the materials can be taken out for photocopying, coloring, mounting, cutting, or other preparation for classroom use as the instructions in the teacher's guide specify. (Author/SG)…

Volk, Dinah (1995). Continuities and Discontinuities in Question Use: Puerto Rican Kindergartners at Home and at School. Research Report #11. This study explores continuities and discontinuities between patterns of question use during lessons in a bilingual classroom and in the homes of two Spanish-dominant Puerto Rican kindergartners. Ethnographic techniques, including participant observation, audiotaping, and interviews were used to collect data in the classroom and the homes over the course of 1 school year. Qualitative and quantitative techniques were integrated into the data analysis. Both continuities and discontinuities were found in question use in the two settings. The teacher used three patterns of questioning, including the recitation script which is associated with teacher-centered lessons in school. The mothers used the same script in lessons, though the children participated more actively in the script at home than they did at school. Question use was more elaborated in school, and requests for clarification were used more frequently at home. Implications for teaching practice and for further research with… [PDF]

Watt, David L. E. (1991). Intergenerational Literacy: An Evaluation of Program and Progress. The Latin American Literacy Project Final Evaluation. In this evaluation of The Latin American Literacy Project, eight major recommendations are made based on firsthand observations of the project, discussions with staff and students, the evaluation of new program implementations, the interpretation of results from language proficiency and achievement tests, and the analysis of extensive video recordings. The report includes an assessment of the children's program and an assessment of the adult program. The eight recommendations are: (1) advance the bilingual aspect by making more explicit the proportional approach used in the transition from Spanish to English in the children's programme; (2) make the intergenerational components of the two programmes more prominent by scheduling celebrations of achievement for the participants in the project, and teaching towards these dates; (3) increase the community based activities in support of the programme and the intergenerational literacy aspect; (4) monitor the progress of children leaving… [PDF]

Freeman, David; Freeman, Yvonne (1993). Whole Language: How Does It Support Second Language Learners?. Seven false but common assumptions about bilingual learners are examined, and whole language principles offering alternatives to those assumptions are presented. The seven assumptions include the following: (1) learning proceeds from part to whole; (2) classes should be teacher-centered; (3) lessons should serve students' future needs; (4) learning occurs as individuals practice skills and form habits; (5) learning oral language precedes learning to read and write; (6) bilingual learners have limited potential; and (7) learning should take place in English to facilitate assimilation. Particular emphasis is given to the last assumption, and ways of working with English-as-a-Second-Language learners using their native language are suggested. Both research and anecdotal evidence are offered in support of the alternative techniques. (MSE)… [PDF]

Sarangarm, Isara; And Others (1998). Bilingual Program Evaluation Report on Idea Language Proficiency Tests, 1996-97. The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of the English and Spanish oral tests; results of the English and Spanish reading and writing tests; and recommendations. Highlights of the findings include the following: an overall decrease in the number of non-English and limited-English speakers and a rise in the number of fluent English speakers; an overall increase in fluent Spanish speakers and decrease in limited-Spanish speakers; differential program effects on LAU ratings of oral proficiency; an overall rise in competent English readers and writers; and an overall rise in competent Spanish readers and writers. In all cases, differential program effects were found, and are… [PDF]

(1989). Responsabilidad = Responsibility. Level II. Student Book and Teacher's Edition. This curriculum presents an overview of responsibility as a concept intrinsic to the functioning of a democratic society. The curriculum has been developed to provide students with an increased awareness of the importance of responsibility in their own lives and its place in contemporary society, and to encourage their capacity and inclination to deal with issues of responsibility effectively and wisely. The curriculum is organized around topical questions that provide a systematic approach to the analysis and evaluation of responsibility and its social, political, and legal aspects. This edition of the curriuclum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks: \Que es la responsabilidad?\ (What is responsibility?) Unit 2 asks: \Cuales seran los beneficios y los costos de complir con la responsabilidad?\ (What might be some benefits and costs of fulfilling responsibilities?) Unit 3 asks: \Como decidir que…

Kucer, Stephen B. (1993). Change and Resistance in a Bilingual Whole Language Classroom. A study examined how two third-grade bilingual (Mexican-American) students resisted, appropriated, and/or internalized a whole language curriculum and the relationship between student interaction with and response to the whole language curriculum and their literacy development. Participant-observer ethnographic field notes recorded over an entire academic year were supplemented with data (collected at the beginning and end of the school year) from students' oral reading of several stories appropriate to their reading ability, students' stories about a frightening experience, and the results of students' spelling 57 randomly selected words from the third-grade speller. Results indicated that: (1) 84% of Jose's interactions with the curriculum were as intended by the teacher while Angie engaged with the curriculum 56% of the time; (2) Jose appeared to be able to put his own beliefs about the reading and writing processes "on hold" as he interacted with various literacy… [PDF]

Bruno, Paula (1993). The Wisdom Is Now (Project WIN) Final Evaluation Report, 1992-93. OREA Report. The Wisdom Is Now (Project WIN) was designed to increase student English proficiency, native language proficiency, and academic achievement, increase parent involvement, and encourage staff development at the High School for the Humanities and the School of Fashion industries in New York City. It served a total of 349 students of limited English proficiency (LEP), their parents, and their teachers. Students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, and social studies. Teachers of the participating students had the opportunity to attend monthly staff development meetings and receive tuition reimbursement for relevant college courses. The project sponsored a variety of parental involvement activities, including workshops and counseling services. Project WIN met its specific objectives for increasing students' familiarity with American culture and citizenship, cultural pride, attitude… [PDF]

(1993). CLAD/BCLAD Examinations. Test Specifications. This draft handbook provides descriptions and summaries of the six tests that California elementary and secondary teachers must pass to earn the Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. The six tests include: (1) "Language Structure and First- and Second-Language Development"; (2) "Methodology of Bilingual, English Language Development, and Content Instruction"; (3) "Culture and Culture Diversity"; (4) "Methodology for Primary Language Instruction"; (5) "The Culture of Emphasis"; and (6) "The Language of Emphasis." Each description and summary outlines the skills covered by the test and the weights given to specific categories of skills in the grading of the test. Tests one through four are in English and are the same for each language certification. Test five is in English but focuses on a specific target culture. Test six… [PDF]

Ramirez, Genevieve M. (1987). Retention of the Latino University Student: Student Affirmative Action at CSULB. The Student Affirmative Action Program at California State University, Long Beach was designed to serve the needs of Latino students, an underrepresented population in higher education, and to help eliminate identified institutional barriers to their participation. Barriers include inadequate orientation and information, poor planning and academic scheduling, limited support services, and personal and cultural alienation. Program features include: the original summer residential program providing orientation, basic study skills, academic advising, and exposure to some of the interpersonal dynamics of the first year; intensive writing and math instruction; and fall course registration. Participating students are assigned a trained peer advisor for regular meetings, progress evaluation, and referrals for additional academic and nonacademic services. Student scheduling incorporates breaks so students may use academic support services, meet with faculty, or prepare for classes. Group… [PDF]

Lyons, James J. (1989). Legal Responsibilities of Education Agencies Serving National Origin Language Minority Students. National Origin Desegregation Assistance. Technical Series. This document traces the evolution of federal protection of the educational rights of language-minority students, beginning with the enactment of Title VI of the Civil Rights Act of 1964 and the first steps of the (then) Department of Health, Education and Welfare (HEW) to ensure local school district compliance through its Office of Civil Rights (OCR). A review of federal civil rights laws concludes that state and local educational agencies have special responsibilities for designing and implementing, with the necessary and appropriate resources, programs that will enable national origin-minority students who are limited in their English language proficiency to surmount language barriers. Furthermore, student academic performance is the ultimate criterion used by the courts to judge whether an agency is fulfilling its legal responsibilities to language-minority students. The effects of the following key federal court decisions and laws are discussed: (1) Lau v. Nichols (1974); (2)…

Rothfarb, Sylvia H.; And Others (1985). Evaluation of the Bilingual Curriculum Content (BCC) Pilot Project: A Three-Year Study. First Interim Report. Bilingual Curriculum Content (BCC) is an instructional component of the Transitional Bilingual Basic Skills program offered to students with limited English proficiency (LEP) in the Dade County Public Schools, Florida. In BCC instruction, students learn mathematics and combined instruction (science, social studies, and health/safety) in their native language. To evaluate student achievement in content areas with or without bilingual instruction, the BCC Pilot Project was implemented in 12 kindergarten classes in February, 1984. The schools were randomly assigned to either BCC or No-BCC instruction groups. Participants were Hispanic origin LEP kindergarteners. A test of general cognitive ability was administered at the beginning of the project. Content area and language skills achievement tests were administered at the pretest (February) and posttest (May). Program implementation characteristics and school demographic data were also gathered for each school. Results showed no… [PDF]

(1986). George W. Wingate High School Multilingual Survival Skills Program, 1985-1986. OEA Evaluation Report. The Multilingual Survival Skills Program, in its final year of a three-year funding cycle, provided instructional and support services to 350 Haitian and Hispanic students of limited English proficiency (LEP) at George Wingate High School (Brooklyn, New York). The program emphasized the acquisition of English language skills, using students' native language (Spanish, French, and/or Haitian Creole) to maintain and/or develop content-area knowledge and skills. The major goals of the program were to: (1) implement special instructional services; (2) develop curricular materials in Spanish for content-area courses; (3) help students pass required courses for graduation; and (4) provide support services. Quantitative analysis of student achievement data indicates that: (1) students mastered an average of one Criterion Referenced English Syntax Test (CREST) skill per month; (2) program students' passing rates in native language arts, science, and social studies met the program objectives;…

Morrison, F.; Pawley, C. (1983). Subjects Taught in French. Evaluation of the Second Language Learning (French) Programs in the Schools of the Ottawa and Carleton Boards of Education. Part I. Tenth Annual Report, December 1983. Groups taught in English and French in four Ottawa English-language schools were tested for achievement in mathematics and geography in grade 9 and history in grade 10, and the two groups' results were compared. In each subject area the group instructed in French had significantly higher mean scores on the available scholastic aptitude measures than the group instructed in English. Questionnaires administered to students and their teachers yielded opinions about the courses, especially relating to the language of instruction. After adjustments for ability, mathematics achievement was higher for the group instructed in French. Geography achievement was similar for the two groups, but students instructed in French and taking the test in both languages performed better on the English test, and a similar result was found in the grade 10 history test. Item analysis also showed some significant differences related to test language. No significant sex differences were found in mathematics,…

Puccio, Ignazio; Torres, Judith A. (1983). Project BABS (Bilingual Academic and Business Skills). O.E.E. Evaluation Report, 1981-1982. Project BABS is a Title VII-funded comprehensive project designed to develop the business and basic skills of limited English proficient students of Chinese/Vietnamese, Greek, Russian, and Hispanic descent. Participating students come from six New York City high schools. Major program activities include career counseling, job internships with business enterprises, curriculum development, a computerized reading program, and parental involvement activities. Student objectives include the development of English syntax skills, English reading achievement, and the development of business skills through internships. This report describes Project BABS, discusses the implementation of both instructional and noninstructional components, and provides numerous tables of data on the performance of participating students from each of the six schools. Problems in meeting program objectives are attributed to its late start and to administrative difficulties. A number of suggestions are provided… [PDF]

Saylor, Lucinda (1985). Indochinese Refugees: An Administrator's Handbook. This handbook is designed for administrators and teachers dealing with Indochinese refugees from Vietnam, Laos, and Cambodia. The first section provides the reader with basic information on the personal and behavioral characteristics of Indochinese at home and in school. The second section gives practical suggestions on how to keep student records for Asian students, how to determine grade placement, and the types of programs most likely to be successful in teaching the students both English and native language skills. The third section outlines the legal requirements with regard to these students, and the next section is a simple listing of appropriate and inappropriate expectations to have and actions to take regarding this group. The booklet includes an extensive materials reference section and bibliography. (CG)…

Galang, Rosita G. (1982). Native Language Assessment of Asian-American Students. Problems and issues in the field of native language proficiency assessment for Asian American students are examined. Language skills assessment in both English and the native language is a crucial step in the provision of equal educational opportunity to language minority students. Language assessment for Asian Americans, the fastest growing group of language minority students in the United States, should evaluate language preference, proficiency, and dominance. A severe lack of language assessment instruments dealing with Asian language was revealed by a review of the available language tests for bilingual students. The few tests available have not been systematically evaluated or disseminated. Among the many controversies surrounding language testing is the increasing emphasis on communicative competence as opposed to linguistic skills. Despite the new emphasis on communicative competence, most tests consist of discrete items that evaluate subskills and skill components. Suggested… [PDF]

Collins, Carla; Cotayo, Armando (1984). George Washington High School Bilingual Academic and Career Orientation Program, 1982-1983. O.E.E. Evaluation Report. This program, in its final year of a two-year funding cycle, offered bilingual instruction and supportive services with a career orientation focus to 250 Hispanic students in grades 9-12. The major program goal was to expedite the acquisition of the English language skills necessary for full mainstreaming within an average period of three years. Mainstreaming was accomplished by placing students in content area courses in their native languages and some English as a Second Language (ESL) classes during the first two years, and then increasing their exposure to English instruction in order to achieve full integration in all-English content area courses by their senior year. Program activities for students, in addition to instructional services, included adaptation of curriculum materials, preparation of a lesson planning guide to include "career infusion" in the teaching of subject areas, academic and personal guidance, home visits and outreach, and outside referrals. Staff… [PDF]

Chan, Sucheng (1982). Asian American-Pacific American Relations: The Asian American Perspective. This paper examines the migration and settlement history of Asians into the United States and the interaction of the major Asian immigrants with each other and with American society. An important thesis is that, because the differences between Asian Americans and Pacific Islanders are much greater than the similarities between them, they should no longer be treated as a single social entity. The term \Asian\ is used to refer to persons originating in China, Japan, Korea, India, the Philippines, and Vietnam. \Pacific Islanders\ represents Chamarros (from Guam), Samoans (both East and West), Native Hawaiians, and Tongans. The paper is divided into five major parts: (1) \Asian Immigration History, 1849-Present\; (2) \Settlement Patterns and Labor History\; (3) \Community Structure, Inter-ethnic Relations and Cultural Development\; (4) \Contemporary Issues\ (including education, employment, health and mental health, community development, cultural integrity, and civic participation);… [PDF]